Understanding Dyslexia: Looking at the Whole Child
Learning to read can seem simple enough.
After all, how hard can it be to interpret the symbols on a page?
And yet, for many children, learning to read becomes the beginning of a much deeper struggle—one that can bring frustration, anxiety, embarrassment and a growing sense of “I’m not good enough”.
If this is your child, you are not alone.
What Is Dyslexia?
Dyslexia is a learning difference that primarily affects the development of reading and spelling. Children may find it difficult to recognise words accurately, sound out unfamiliar words or develop the fluency that makes reading easier and more enjoyable.
These difficulties can persist even when a child is working hard and receiving appropriate reading instruction.
For a child who is trying hard but not making the progress they expect, learning to read can become a source of frustration and discouragement. They may see their classmates progressing while they continue to struggle with the basics.
It’s Often More Than Just Reading
You might also notice difficulties with spelling, handwriting, remembering information or following instructions. Some children experience additional challenges with language, friendships or physical coordination.
Others find the classroom environment overwhelming. They may become restless, distracted or find it difficult to concentrate when there is a lot happening around them.
These experiences can add to a child’s difficulties with learning and may offer us useful clues about the support they need. They do not necessarily all stem from dyslexia, and not every child will experience the same challenges.
Looking at your child as a whole can help us understand their individual strengths and difficulties, rather than assuming that one label explains everything.
Looking Beneath the Surface
Reading may seem simple enough, but it is a complex skill. Your child needs to connect written symbols with the sounds and meanings of words, recognise words, and make sense of what they are reading.
While no two children are exactly the same, looking more closely at their development can sometimes reveal aspects of learning that might otherwise be overlooked.
Taking a developmental approach, I explore areas such as listening, visual processing, posture, coordination and balance. These are not explanations for every child’s reading difficulties, but they may be relevant to understanding the individual child and what could be making learning harder for them.
Seen this way, what we observe in the classroom may be more than a problem to manage. It may offer us clues about what the child is experiencing and what support might help.
Foundations for Learning – vision, balance, listening
“Smart, But Feeling Dumb”
Children are often very aware when tasks that seem easy for their friends can feel much harder for them.
It doesn’t take long for them to notice that other children seem to be moving ahead while they are still struggling with the basics.
One child described her experience as:
“I know I’m not dumb… but why can’t I read like everyone else?”
When a child is repeatedly struggling, despite putting in intense effort, they can easily become discouraged. This then impacts their confidence and interest in trying. Instead of school being a place to enjoy learning, it can just feel like hard work.
When not addressed, this loss of confidence can translate into feelings of not being good enough, and can have lasting impact throughout life.
Feeling Safe Comes First
Children need to feel safe to learn.
For some children, the classroom can feel overwhelming, particularly when they are struggling to keep up. They may also be worried about making mistakes, feeling stupid in front of their friends, or not getting into trouble.
When a child is anxious or distressed, it can become harder to concentrate, take in and process information.
Perhaps you have noticed that your child seems more relaxed and interested in reading at home, where it is quieter, and they feel more comfortable.
When School Feels Unsafe – understanding your child’s nervous system
Learning to read develops over time, as your child continues to build on early foundations of skills and experiences.
Not all children grow and develop at the same pace or in exactly the same way. However, there are certain recognised stages of early development that are necessary to support learning in all its forms – social, emotional, behavioural, physical as well as in the classroom.
Building the Foundations for Learning
Early Development Matters
My work with children who struggle with reading, whether or not they have a diagnosis, has been to explore aspects of their early development that might affect their learning.
Rather than simply focussing on the problems, I also found it helpful to build on their strengths, finding skills and interests that came naturally to them.
The good news is that it is never too late to help your child. We can continue to learn to develop new skills, no matter our age.
Finding the right support early on can have benefit your child throughout life.
An Holistic Approach
While a diagnosis can help us understand a child’s reading difficulties, it doesn’t tell us everything about the child.
I prefer to look beyond the label and consider the whole child: their early development, their strengths, their emotional wellbeing and the environment in which they are trying to learn.
All of these aspects come together to help us understand your child as a complete human being.
A Gentle First Step
It’s never too late to seek help if your child is struggling at school.
When parents feel supported and understood, the tension and stress you are experiencing can be lessened.
If you or your child is struggling with the emotional aspects of learning differences, or would like to learn more about how a developmental approach can help, I would love to meet you.
You’re very welcome to reach out when you feel ready.
